Lexical Morphology as a Source of Risk and Resilience for Learning to Read With Dyslexia: An fNIRS Investigation.

Purpose: We examined the neurocognitive bases of lexical morphology in children of varied reading abilities to understand the role of meaning-based skills in learning to read with dyslexia.

Method: Children completed auditory morphological and phonological awareness tasks during functional near-infrared spectroscopy neuroimaging. We first examined the relation between lexical morphology and phonological processes in typically developing readers (Study 1, = 66, = 8.

Examining the Association Between Trauma Characteristics and Adult Depression and Anxiety: Analysis of Types, Variety, Repetition, and Timing of Past Trauma.

Past research has emphasized the impact of prior trauma on adult depression and anxiety rates. However, few studies have examined the simultaneous connection between various trauma characteristics (e.g.

Phonological and morphological literacy skills in English and Chinese: A cross-linguistic neuroimaging comparison of Chinese-English bilingual and monolingual English children.

Over the course of literacy development, children learn to recognize word sounds and meanings in print. Yet, they do so differently across alphabetic and character-based orthographies such as English and Chinese. To uncover cross-linguistic influences on children's literacy, we asked young Chinese-English simultaneous bilinguals and English monolinguals (N = 119, ages 5-10) to complete phonological and morphological awareness (MA) literacy tasks.

Sources of Heterogeneity in Functional Connectivity During English Word Processing in Bilingual and Monolingual Children.

Diversity and variation in language experiences, such as bilingualism, contribute to heterogeneity in children's neural organization for language and brain development. To uncover sources of such heterogeneity in children's neural language networks, the present study examined the effects of bilingual proficiency on children's neural organization for language function. To do so, we took an innovative person-specific analytical approach to investigate young Chinese-English and Spanish-English bilingual learners of structurally distinct languages.

Morphological awareness and its role in early word reading in English monolinguals, Spanish-English, and Chinese-English simultaneous bilinguals.

Words' morphemic structure and their orthographic representations vary across languages. How do bilingual experiences with structurally distinct languages influence children's morphological processes for word reading? Focusing on English literacy in monolinguals and bilinguals ( = 350, ages 5-9), we first revealed unique contributions of derivational ( ) and compound () morphology to early word reading. We then examined mechanisms of bilingual transfer in matched samples of Spanish-English and Chinese-English dual first language learners.

Impacts of the COVID-19 disruption on the language and literacy development of monolingual and heritage bilingual children in the United States.

Unlabelled: Children who speak one language at home and a different language at school may be at higher risk of falling behind in their academic achievement when schooling is disrupted. The present study examined the effects of COVID-19-related school disruptions on English language and literacy development among monolingual and bilingual children in the US. All children attended English-only schools that implemented varied forms of virtual and hybrid schooling during the pandemic.

Morphological and phonological processing in English monolingual, Chinese-English bilingual, and Spanish-English bilingual children: An fNIRS neuroimaging dataset.

This article documents a functional Near-Infrared Spectroscopy (fNIRS) neuroimaging dataset deposited in Deep Blue Data. The dataset included neuroimaging and behavioral data from  = 343 children aged 5-11 with a diverse linguistic background, including children who are English monolingual, Chinese-English, and Spanish-English bilingual. Children completed phonological and morphological awareness tasks in each of their languages during fNIRS neuroimaging.

How Bilingualism Informs Theory of Mind Development.

The possibility and nature of bilingual advantage for theory of mind (ToM), that is, young bilingual children outperforming their monolingual peers, have been discussed increasingly since the first research on the topic was published in 2003. Because accumulating evidence demonstrates a ToM advantage for bilingual individuals, in this article, we focus on how this advantage arises. We consider how current theoretical positions, including executive function, metalinguistic awareness, and sociolinguistic awareness accounts, explain such an advantage in young bilingual children.

Brain bases of English morphological processing: A comparison between Chinese-English, Spanish-English bilingual, and English monolingual children.

How do early bilingual experiences influence children's neural architecture for word processing? Dual language acquisition can yield common influences that may be shared across different bilingual groups, as well as language-specific influences stemming from a given language pairing. To investigate these effects, we examined bilingual English speakers of Chinese or Spanish, and English monolinguals, all raised in the US (N = 152, ages 5-10). Children completed an English morphological word processing task during fNIRS neuroimaging.

What's in a word? Cross-linguistic influences on Spanish-English and Chinese-English bilingual children's word reading development.

This study investigates the cross-linguistic transfer of literacy skills in Spanish-English, Chinese-English bilingual, and English monolingual children (N = 283, 5-10 years). Research question 1 examines English literacy and asks how phonological and morpho-semantic skills contribute to word reading as a function of children's language background. Structural equation modeling revealed contrasting bilingual effects: compared to English monolinguals, Spanish-English bilinguals relied more on phonological awareness in word reading, whereas Chinese-English bilinguals relied more on lexical knowledge.

The neurocognitive basis of morphological processing in typical and impaired readers.

Morphological awareness, or sensitivity to units of meaning, is an essential component of reading comprehension development. Current neurobiological models of reading and dyslexia have largely been built upon phonological processing models, yet reading for meaning is as essential as reading for sound. To fill this gap, the present study explores the relation between children's neural organization for morphological awareness and successful reading comprehension in typically developing and impaired readers.

Theory-of-Mind Development in Young Deaf Children With Early Hearing Provisions.

Deaf and hard-of-hearing (DHH) children born to hearing parents have profound theory-of-mind (ToM) delays, yet little is known about how providing hearing assistance early in life, through cochlear implants and hearing aids, influences their ToM development. We thus addressed (a) whether young DHH children with early hearing provision developed ToM differently than older children did in previous research and (b) what ToM understandings characterize this understudied population. Findings from 84 three- to six-year-old DHH children primarily acquiring spoken language demonstrated that accumulated hearing experience influenced their ToM, as measured by a five-step ToM scale.

Multi-time-point analysis: A time course analysis with functional near-infrared spectroscopy.

In the data analysis of functional near-infrared spectroscopy (fNIRS), linear model frameworks, in particular mass univariate analysis, are often used when researchers consider examining the difference between conditions at each sampled time point. However, some statistical issues, such as assumptions of linearity, autocorrelation and multiple comparison problems, influence statistical inferences when mass univariate analysis is used on fNIRS time course data. In order to address these issues, the present study proposes a novel perspective, multi-time-point analysis (MTPA), to discriminate signal differences between conditions by combining temporal information from multiple time points in fNIRS.

Valence processing of first impressions in the dorsomedial prefrontal cortex: a near-infrared spectroscopy study.

Previous studies have suggested that the dorsomedial prefrontal cortex (dmPFC) plays a central role in processing first impressions; however, little is known about how dmPFC processes different valences of first impressions. Moreover, it is still unclear as to whether the dmPFC shows lateralization or only induces different levels of activation when processing positive and negative impressions. To address these questions in the present study, the brain activities for the impression judgments expressed by participants were measured with near-infrared spectroscopy.